Educational Aims of the Program-Specific

Transcription

Development Team
Coordination
Jean Gervais
Coordinator, Arts sector
Direction générale des programmes et du développement
Ministère de l’Éducation, du Loisir et du Sport
Design and Development
Nathalie Vallée
Teacher
Cégep régional de Lanaudière (à l’Assomption)
Program Development Support
Mireille Lehoux
Program development consultant
English Version
Direction de la production en langue anglaise
Secteur des services à la communauté Anglophone
Ministère de l’Éducation, du Loisir et du Sport
Technical Editing
Suzanne Koltai
Dawson College
©
Gouvernement du Québec
Ministère de l’Éducation, du Loisir et du Sport, 2006 – 06-00470
ISBN 978-2-550-48009-9 (Printed version)
ISBN 978-2-550-48010-5 (PDF)
Legal Deposit – Bibliothèque et Archives nationales du Québec, 2006
Interior Design
Acknowledgments
The Ministère de l’Éducation, du Loisir et du Sport would like to thank the many people working in the field
and in the education community who helped in the development of this technical training program, in
particular the following individuals.
Representatives Employed in the Field
Élise Beaudoin
En marge Design inc.
Christian Bélanger
Dimension Plus
Michel Dauphinais
Les Aménagements M.D.
Johanne Denis
Liaison Concept
Josée Gautier
Cuisines Denis Couture
Sylvain Hardy
Mouraux Hauspy Design
Jean-François Harvey
Latitude Nord
Nicole Lévesque
Mobilier Philippe Dagenais
Marie-Josée Ouimet
Robert Ouimet Design inc.
Denis Rousseau
GSM Design
Lyne Saint-Pierre
Lyne Saint-Pierre Designer
Paul Simard
Paul Simard Designer inc.
Nicole Vekemans
Société des designers d’intérieur du Québec
Pascale Voyer
Pascale Voyer Designer
Christian Yelle
Strukture
Representatives Employed in Education
Daniel Bissonnette
Cégep de Trois-Rivières
Sylvain Bonin
Cégep Marie-Victorin
Yolande Bujold
Cégep de Saint-Jean-sur-Richelieu
Claire Dumas
Cégep du Vieux-Montréal
Jocelyne Lapointe
Cégep du Vieux Montréal
Sylvie Lefebvre
Cégep de l’Outaouais
Michelle Légaré
Cégep régional de Lanaudière (à l’Assomption)
Alice Manneh
Cégep François-Xavier Garneau
Scott Millar
Dawson College
Tiiu Poldma
Dawson College
Lucien Roy
Cégep de Rivière-du-Loup
Interior Design
Table of Contents
Introduction to the Program........................................................................................................................... 1
Glossary ........................................................................................................................................................ 5
Part I
Goals of the General Education Components .............................................................................................. 9
Educational Aims of the General Education Components.......................................................................... 11
General Education Component Common to All Programs ......................................................................... 17
General Education Component Adapted to This Program ......................................................................... 29
Complementary General Education Component ........................................................................................ 36
Part II
Goals of the Program-Specific Component ................................................................................................ 51
Educational Aims of the Program-Specific Component.............................................................................. 53
Grid of Competencies ................................................................................................................................. 55
Harmonization ............................................................................................................................................. 57
Program-Specific Component
To analyze the job function ......................................................................................................................... 59
To integrate historical or artistic trends into interior design ........................................................................ 61
To develop ideas......................................................................................................................................... 63
To produce sketches................................................................................................................................... 65
To draw objects and spaces to scale.......................................................................................................... 67
To produce drawings using a computer-assisted drafting system.............................................................. 69
To interact with clients, resource-persons and colleagues ......................................................................... 71
To create a mood, using colour .................................................................................................................. 73
To suggest finishes and materials for a project .......................................................................................... 75
To specify the furniture, accessories and equipment for a project ............................................................. 77
To use interior architectural and construction elements ............................................................................. 79
To design custom elements ........................................................................................................................ 81
To create an interior design concept for a residence.................................................................................. 83
To present a design project......................................................................................................................... 87
To create lighting concepts ......................................................................................................................... 89
To produce working drawings and specifications ....................................................................................... 91
To carry out administrative tasks ................................................................................................................ 93
To plan a layout for a commercial, industrial or public building .................................................................. 95
To create an interior design concept for a commercial, industrial or public building .................................. 97
To promote one's services .......................................................................................................................... 99
To develop an interior design project........................................................................................................ 101
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Interior Design
570.E0
Year of approval:
2006
Certification:
Diploma of College Studies
91 2/3 credits
Number of credits:
Total duration:
General education components:
Program-specific component:
2 625 hours of instruction
660
1 965
hours of instruction
hours of instruction
Conditions for Admission:
To be admitted to the program, students must meet the general conditions for admission set out
in Section 2 of the College Education Regulations, as well as the following requirements, if
applicable:
• no requirements
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Introduction to the Program
The Interior Design program is in keeping with the aims and orientations of technical education that guide
the Ministère de l’Éducation, du Loisir et du Sport. Designed in accordance with the framework for
developing technical programs, this program is based on competencies, formulated in terms of objectives
and standards.
The Interior Design program includes a general education component common to all programs (16 2/3
credits), a general education component adapted to this program (6 credits), a complementary general
education component (4 credits) and a program-specific component of 65 credits.
The program-specific component was also designed according to the framework for developing technical
programs. This approach requires the participation of people working in the field and in education, and
takes into account training needs, the job analysis and the general goals of technical education. The
objectives and standards serve as the basis for the definition and the evaluation of learning activities, for
which the colleges are responsible.
By successfully completing this program of study, students acquire not only the entry-level competencies
required by the workplace to practise a trade or occupation, but also a range of knowledge, skills and
attitudes that will ensure the students’ versatility.
General Education Component Common to All Programs
0004
To analyze and produce various forms of discourse.
0005
To apply a critical approach to literary genres.
0006
To apply a critical approach to a literary theme.
00B2
To apply a logical analytical process to how knowledge is organized and used.
000G
To apply a critical thought process to world-views.
0017
Appliquer les notions de base de la communication en français courant.
(16 2/3 credits)
or
000A
Communiquer en français avec une certaine aisance.
or
000B
Communiquer avec aisance en français.
or
000C
Traiter d’un sujet culturel et littéraire.
0064
To establish the role that being physically active plays amongst the lifestyle behaviours which
promote health.
0065
To improve one’s effectiveness when practising a physical activity.
0066
To demonstrate one’s responsibility for being physically active in a manner which promotes health.
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General Education Component Adapted to This Program
(6 credits)
000L
To communicate in the forms of discourse appropriate to one or more fields of study.
000U
To apply a critical thought process to ethical issues relevant to the field of study.
0018
Appliquer des notions fondamentales de la communication en français, liées à un champ d’études.
or
000Q
Communiquer en français dans un champ d’études particulier.
or
000R
Communiquer avec aisance en français dans un champ d’études particulier.
or
000S
Disserter en français sur un sujet lié au champ d’études.
Complementary General Education Component
(4 credits)
000V
To estimate the contribution of the social sciences to an understanding of contemporary issues.
000W
To analyze one of the major problems of our time using one or more social scientific approaches.
000X
To explain the general nature of science and technology and some of the major contemporary
scientific or technological issues.
000Y
To resolve a simple problem by applying the basic scientific method.
000Z
To communicate with limited skill in a modern language.
0010
To communicate on familiar topics in a modern language.
0067
To communicate with relative ease in a modern language.
0011
To recognize the role of mathematics or informatics in contemporary society.
0012
To use various mathematical or computer concepts, procedures and tools for common tasks.
0013
To consider various forms of art produced by aesthetic practices.
0014
To produce a work of art.
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029A
To analyze the job function.
029B
To integrate historical or artistic trends into interior design.
029C
To develop ideas.
029D
To produce sketches.
029E
To draw objects and spaces to scale.
029F
To produce drawings using a computer-assisted drafting system.
029G
To interact with clients, resource-persons and colleagues.
029H
To create a mood, using colour.
029J
To suggest finishes and materials for a project.
029K
To specify the furniture, accessories and equipment for a project.
029L
To use interior architectural and construction elements.
029M
To design custom elements.
029N
To create an interior design concept for a residence.
029P
To present a design project.
029Q
To create lighting concepts.
029R
To produce working drawings and specifications.
029S
To carry out administrative tasks.
029T
To plan a layout for a commercial, industrial or public building.
029U
To create an interior design concept for a commercial, industrial or public building.
029V
To promote one's services.
029W
To develop an interior design project.
(65 credits)
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Glossary
Program
A program is an integrated set of learning activities leading to the achievement of educational objectives
based on set standards (College Education Regulations, section 1).
Competency
In the program-specific component of a technical program: a competency is the ability to act successfully
and evolve in order to adequately perform work-related tasks and activities based on an organized body
of knowledge, skills in a variety of fields, perceptions, attitudes, etc. (Élaboration des programmes
d’études techniques, Cadre-général – Cadre technique 2002, p. 15).
Objective
An objective encompasses the competency, skills or knowledge to be acquired or mastered (College
Education Regulations, section 1). It describes the competency to be acquired and includes the statement
of the competency as well as the elements needed to understand it.
Statement of the Competency
In the program-specific component of a technical program, a statement of the competency is derived from
the job analysis, the general goals of technical education and, in certain cases, other determinants. In the
general education components, the statement of the competency is the result of an analysis of general
education needs.
Elements of the Competency
In the program-specific component of a technical program, the elements of the competency include only
what is necessary in order to understand the competency. They specify the major steps involved in
carrying out a task or the main aspects of the competency.
In the general education components, the elements of the objective, formulated in terms of a competency,
specify the main aspects of the competency. They include only what is necessary in order to understand
and attain the competency.
Standard
A standard is the level of performance at which an objective is considered to be achieved (College
Education Regulations, section 1).
Achievement Context
In the program-specific component of a technical program, the achievement context corresponds to the
situation in which the competency is exercised at entry level on the job market. The achievement context
does not specify the context for learning or evaluation.
Performance Criteria
In the program-specific component of a technical program, the performance criteria define requirements
by which to judge the attainment of each element of the competency and, consequently, of the
competency itself. The performance criteria are based on the requirements at entry level on the job
market. The performance criteria are not the evaluation instrument but, rather, they serve as a reference
for the development of the evaluation instrument. Each element of the competency requires at least one
performance criterion.
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In the general education components, the performance criteria define the requirements for recognition of
the attainment of the standard.
All the criteria must be respected for the objective to be recognized as having been attained.
Learning Activities
In the program-specific component of a technical program, the learning activities are classes (or labs,
workshops, seminars, practicums or other educational activities) designed to ensure the attainment of the
targeted objectives and standards. Colleges are entirely responsible for defining the learning activities
and organizing the way in which programs are offered.
In the general education components, the elements of the learning activities that may be determined in
whole or in part by the Minister are the field of study, the discipline(s), the weightings, the total hours of
instruction, the number of credits and any details deemed essential.
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Part I
Goals of the General Education
Components
Educational Aims of the General
Education Components
Objectives and Standards of the
General Education Components
Goals of the General Education Components
In Québec, college is the next stage after the compulsory years of schooling in elementary and secondary
school, during which students acquire basic knowledge and skills. It represents a major crossroads in that
it places greater emphasis on the cultural content of education and leads directly to the job market or to
university. The college system meets current needs with respect to technical and preuniversity education.
It allows students to further their education without narrowing their options, since they may switch from
one type of program to the other. Finally, it provides students with a well-rounded, balanced education.
General education is an integral part of every program and comprises three components: a component
common to all programs, a component adapted to the particular program and a complementary
component. The aim of general education is threefold: to provide students with a common cultural core, to
help them learn and develop generic skills, and to foster desirable qualities and attitudes. Its purpose is to
educate students as individuals, to prepare them for their role as responsible members of society and to
enable them to share in the common cultural heritage.
Common Cultural Core
The common cultural core is intended to help students do the following:
•
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•
•
•
•
•
•
•
•
master the language of instruction as a tool for communication and reflection
master the basic rules of rational thought, discourse and argumentation
communicate in another language, primarily French or English
be open to the world and to cultural diversity
appreciate the riches of our cultural heritage through awareness of the accomplishments of human
civilization
relate to major currents in the history of human thought
think independently and critically
develop personal and social ethics
acquire the knowledge essential for their physical and intellectual well-being
become aware of the need to develop habits conducive to good health
Generic Skills
General education allows students to acquire and develop the following generic skills:
•
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conceptualization, analysis and synthesis
coherent reasoning
critical judgment
articulate expression
the ability to apply what they have learned to the analysis of situations
the ability to apply what they have learned to decision making
work methods
the ability to reflect on what they have learned
Desirable Qualities and Attitudes
The common cultural core and generic skills help students acquire and develop the following qualities and
attitudes:
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autonomy
a critical sense
awareness of their responsibilities toward themselves and others
open-mindedness
creativity
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• openness to the world
These goals apply to the following three general education components:
• General education component common to all programs, which is allotted 16 2/3 credits distributed as
follows:
–
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–
language of instruction and literature: 7 1/3 credits
humanities or philosophie: 4 1/3 credits
physical education: 3 credits
second language: 2 credits
• General education component adapted to programs, which introduces tasks or learning situations that
are relevant to the program-specific component of a program. The breakdown of credits, for a total of
6, is as follows:
– language of instruction and literature: 2 credits
– humanities or philosophie: 2 credits
– second language: 2 credits
• Complementary general education component, which provides students with learning activities chosen
to balance their training and complement the program-specific component. Students may choose
courses for a total of 4 credits in the following areas:
–
–
–
–
–
social sciences
science and technology
modern languages
mathematics literacy and computer science
art and aesthetics
The knowledge and skills acquired in the general education components should be emphasized and,
whenever possible, applied in the program-specific component, and vice-versa. Thus, general education
and the program-specific component of a program enhance each other as they contribute to the students’
overall education.
Each college-level institution must provide general education through learning activities that are
consistent with its educational project, in keeping with the aims, subject areas and ministerial guidelines
provided.
The objectives and standards in the general education components were developed according to the
provisions of the College Education Regulations (R.S.Q., c. C-29, s. 18; 1993, c. 25, s. 11, revised
edition, October 2001).
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Educational Aims of the General Education Components
The educational aims describe how each field of study in the common, adapted and complementary
components of general education contributes to achieving the goals of general education. For the
common and adapted components, the educational aims include a general statement of the role of each
field of study; the principles underlying this role; the expected outcomes that define, in terms of cultural
knowledge, generic skills, and qualities and attitudes, the contribution of each field to the achievement of
the goals of general education; and an explanation of the sequence of objectives and standards.
General Education Common to All Programs and General Education Adapted to Programs
English, Language of Instruction and Literature
General Education Common to All Programs
The three sets of objectives and standards in English, Language of Instruction and Literature, pursue two
general goals: mastery of the language of instruction and exploration of the riches of the literary heritage.
Achievement of these goals is intended to bring the students to a college level of proficiency in the areas
of reading, writing, listening and speaking. Building on the skills developed by students on completion of
secondary school, the English program places a marked emphasis on written production and reading
comprehension while at the same time consolidating listening and speaking skills.
The mastery of language skills will be achieved through regular and ongoing observance of the rules of
correct writing and speaking and the production of texts, supported by reading and the study of literature.
Students will also be encouraged to develop an appreciation of literature by becoming acquainted with a
number of significant literary works representative of various genres and periods and expressing a variety
of literary themes. Both the aesthetic and cultural value of these texts and their formal aspects will be the
objects of study.
All students entering college will begin their English studies with an introductory set of objectives and
standards. This set has two possible formats. While both provide a range of reading, writing and literary
activities, one includes additional reinforcement of reading and writing skills.
General Education Adapted to Programs
The set of objectives and standards for English, Language of Instruction and Literature, is placed in the
context of general education and is a complement to the general education common to all programs.
Students will develop the skills required in order to communicate in the forms of discourse appropriate to
their field of study.
Expected Outcomes
Students who have achieved the general education objectives in English, Language of Instruction and
Literature, will be able to:
•
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demonstrate a college level of proficiency in the areas of reading, writing, listening and speaking
develop their own ideas into arguments and theses, organize them and edit their work
understand basic vocabulary and terminology used when discussing literature
analyze literary works
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Humanities
Humanities, as part of the core curriculum, is intended to promote personal and social development and
to give students a foundation that will help them understand their roles in contemporary society as
members of the labour force, citizens and individuals. The three sets of objectives and standards in
Humanities propose common frameworks for understanding the experiences, ideas and values of human
beings and their diversity. They are aimed at developing critical thinking, reinforcing the ancillary skills
involved in careful reading, organized writing, and well-developed oral presentations, and, where
appropriate, improving media and computer literacy. Once students have mastered the three-stage
process of analysis, synthesis and evaluation, they will be able to reflect in an informed manner and to
communicate what they have learned in an organized and coherent fashion.
Principles
1) Humanities constitutes a thematic, multidisciplinary, at times transdisciplinary, exploration of the
human experience, including its accomplishments, failures, abilities, creations, ideas and values.
2) Humanities helps students to recognize, define and classify information and provides them with
common frameworks for diverse methods of analyzing, synthesizing and evaluating conceptions of
society, knowledge and values.
3) Humanities aims to prepare students for common civic responsibilities and the exercise of rights.
4) Humanities pursues the general goal of developing critical thought, valuing it and recognizing its
limitations.
Expected Outcomes
Students who have achieved the general education objectives in Humanities will be able to:
• describe, explain and organize main elements, ideas, values and implications of a world-view in a
coherent fashion
• compare world-views
• recognize the basic elements in a specific example of the organization, transmission and use of
knowledge
• define the dimensions, limits and uses of knowledge in appropriate historical contexts
• identify, organize and synthesize the salient elements of a particular example of knowledge
• situate important ethical and social issues in their appropriate historical and intellectual contexts
• explain, analyze and debate ethical issues in a personal and professional context
Sequence of Objectives and Standards
The first two sets of objectives and standards in Humanities, which are part of the general education
component common to all programs, develop similar skills in a recursive fashion.
In the first set the emphasis is on how knowledge is defined, acquired, classified, transmitted and applied.
Students examine both messages and media to identify the strengths and limitations of each. Students
learn to situate knowledge in a social, historical and personal context, a skill they will need in order to
become lifelong learners.
The second set focuses on how individuals, groups, societies or nations organize ideas, perceptions and
values into explanatory patterns. Students explore major ideas and value systems by which diverse
individuals, groups, societies or nations seek to explain the world and their place in it.
The third set, which is part of the general education component adapted to programs, is aimed at
deepening and reinforcing the critical thinking skills developed in the first two sets. It is, therefore,
sequenced so that students can build on the critical skills, knowledge and insights developed in the first
two sets. By situating these issues in their appropriate world-view and knowledge contexts, students
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develop a critical and autonomous approach to ethical values in general and to the values involved in
their own fields of interest in particular. This final set also provides students with an opportunity to
consolidate personal and social values.
Français, langue seconde
L’enseignement du français, langue seconde, contribue à la formation fondamentale de la personne, en
même temps qu’il a pour objet de lui permettre de communiquer efficacement avec ses concitoyens et
concitoyennes.
Principes
1) La maîtrise du français, langue seconde, est essentielle pour quiconque veut participer pleinement à
la vie de la société québécoise, dont le français est la langue officielle. En conséquence, la formation
générale en français, langue seconde, a pour finalité de rendre les étudiants et les étudiantes aptes à
utiliser de façon efficace les moyens dont dispose la langue pour communiquer en société. À cette fin,
ils devront acquérir des connaissances en vue de les déployer dans les formes de discours qu’il leur
faudra pratiquer.
2) À leur arrivée au collégial, les étudiants et les étudiantes ont déjà acquis des compétences dans les
quatre habiletés langagières, à savoir : parler, lire, écouter et écrire, mais sont, de façon générale,
plus compétents en matière d’expression orale. En conséquence, la formation porte sur le
développement des quatre habiletés langagières tout en mettant l’accent sur la lecture et l’écriture.
3) En tant que partie intégrante de la formation générale, le français, langue seconde, contribue au
développement de la pensée critique et de l’expression structurée.
Résultats attendus
Tout étudiant ou toute étudiante qui a atteint les objectifs de formation générale en français, langue
seconde, pourra, selon son niveau de compétence, montrer :
• que, sur le plan des connaissances, il ou elle :
– sait faire une présentation orale structurée;
– connaît les différentes formes du discours;
– connaît les différentes techniques de lecture et d’écriture;
• que, sur le plan des habiletés, il ou elle :
– est capable de questionner, d’analyser, de juger, et d’argumenter en français;
– est apte à entretenir des rapports sociaux et à partager la vie culturelle du Québec;
– est apte à établir, à poursuivre et à pratiquer des rapports professionnels en français;
• que, sur le plan des qualités et des attitudes à développer, il ou elle :
– fait preuve d’ouverture par rapport aux différents aspects de la culture québécoise;
– a conscience des différences et des similitudes entre sa culture d’origine et la culture québécoise
francophone;
– a la préparation voulue pour s’insérer dans la vie sociale et économique.
Séquence des objectifs et des standards
Pour répondre aux divers besoins d’apprentissage des étudiants et des étudiantes du collégial, les
ensembles en français, langue seconde, sont répartis selon quatre niveaux. Chacun de ces niveaux
permet d’amener les étudiants et les étudiantes à interpréter et à produire des textes de plus ou moins
grande complexité.
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13
La formation générale en français, langue seconde, comporte deux ensembles prévus en séquence. Le
premier, qui fait partie de la formation générale commune à tous les programmes, a pour objet de
consolider les connaissances linguistiques déjà acquises et de les développer pour amener les étudiants
et les étudiantes à communiquer de façon plus précise sur le plan tant du vocabulaire et de la syntaxe
que de l’organisation textuelle.
Le second ensemble, qui fait partie de la formation générale propre aux programmes, s’appuie sur les
acquis développés dans le premier ensemble en les enrichissant d’éléments de compétence liés aux
champs d’études de l’étudiant ou de l’étudiante. On cherche à développer la précision de l’expression
dans des situations de communication particulières qui relèvent du champ d’études de l’étudiant ou de
l’étudiante.
Physical Education
Physical Education is aimed at promoting the development of the whole person and encouraging students
to acquire responsible behaviours with respect to their health and quality of life.
Principles
1) Physical Education introduces students to different ways of being physically active with a view to
making them aware that they are responsible for their health. Students learn concepts and acquire
knowledge drawn from research, and methodically apply them to physical activities that will lead them
to adopt healthy lifestyle practices.
2) Physical Education enables students to improve their efficiency in an activity and, in doing so, serves
to increase their motivation and perseverance to remain physically active, and makes them aware of
the contributing factors. To this end, students use a learning process designed to enhance their
aptitudes (i.e. their skills and attitudes) for a given physical activity.
3) Physical Education helps students take responsibility for their own health through the maintenance
and improvement of their physical fitness and through the sensible practice of physical activity.
Students learn to combine being physically active in an effective manner with other factors that
promote health.
4) Physical Education makes students aware of the importance of sharing the knowledge and
behaviours they have acquired. The pleasure and sense of well-being students get out of Physical
Education classes motivate them to encourage others to be physically active and to adopt healthy
practices.
Expected Outcomes
Students who have achieved the general education objectives in Physical Education will be able to
demonstrate the following:
• their knowledge of:
– the relationship between physical activity, lifestyle and health, based on the findings of scientific
research
– the scientific principles for improving or maintaining physical fitness
– ways to assess their abilities and needs with respect to activities that can improve their health
– the rules, techniques and conditions involved in different types of physical activity
– a method for setting goals
– the factors that help make physical activity part of their lifestyle
• the skills that will enable them to do the following:
– choose physical activities on the basis of their motivation, abilities and needs
– establish relationships between lifestyle and health
– apply the rules, techniques and conditions involved in different types of physical activity
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– set goals that are realistic, measurable, challenging and situated within a specific time frame
– improve their mastery of the basic techniques, tactics and strategies associated with sports,
outdoor and expression-oriented activities
– use their creative and communication skills, particularly in group activities
– evaluate their skills, attitudes and progress with respect to different forms of physical activity
– maintain or increase their level of physical activity and fitness on their own
– manage a personal physical activity program and assume responsibility in the organization of
physical activities
• the attitudes and qualities that will enable them to:
– understand the importance of taking responsibility for their health
– be aware of the need to evaluate and respect their abilities and the conditions for carrying out an
activity, before undertaking the activity
– recognize the importance of self-confidence, self-control, respect for others and cooperation,
through knowledge they have acquired and through participation in physical activity
– respect the environment in which the activities are held
– appreciate the aesthetic and play value of physical activity
– promote a balanced and active lifestyle as a social value
Sequence of Objectives and Standards
The three sets of objectives and standards in Physical Education are designed in a learning sequence.
The first two are prerequisites for the third.
The first set focuses on the relationship between health and physical activity as related to a healthy
lifestyle. Students are required to try one or more activities and to relate them to their abilities, needs,
motivation, lifestyle and knowledge of health prevention. This enables them to make an appropriate and
justified choice of activities.
The second set looks at the improvement of effectiveness through the use of a goal-oriented approach in
a sports, outdoor or expression-oriented activity. After making an initial assessment of their abilities and
attitudes, students are called upon to evaluate them with respect to a physical activity, to set goals and to
interpret their progress.
The third set is aimed at helping students integrate physical activity into their lifestyle, more particularly
through more effective management of factors that facilitate such integration. During the hours of
instruction, students apply the knowledge they have acquired in the first two sets of objectives. This is
done through the safe and effective practice of physical activity and through the development, realization
and evaluation of a personal physical activity program, which students follow and validate under their
teacher’s supervision. The hours allotted for individual work enable students to complete their personal
programs.
Complementary General Education
Social Sciences
The two sets of objectives and standards aim to familiarize students with the social sciences and their
particular approach to the human condition.
The first set supports learning activities that allow students to look at one or more of the social sciences in
relation to major contemporary issues: subjects studied in the social sciences; contribution of the social
sciences to an understanding of contemporary issues; issues facing the social sciences in the future.
The second set supports learning activities in the social sciences that allow students to rigorously analyze
one of the major problems of our time, using one or more social scientific approaches.
Interior Design
15
Science and Technology
In Science and Technology, the educational aim is to present science and technology as a specific
approach to reality in order to familiarize students with this field of knowledge. This general intention can
take several forms, such as helping students gain experience with the scientific method or study the
evolution, challenges and consequences of scientific and technological discoveries.
The first set of objectives and standards emphasizes the general nature and scope of science and
technology. The second set emphasizes using the scientific method.
Modern Languages
The three sets of objectives and standards in Modern Languages introduce students to the basic
language structures and vocabulary of a third language, while making them aware of the culture of the
people who speak the language.
Because some modern languages use different structures and writing systems, the three sets of
objectives and standards have been designed accordingly. The degree of competency acquisition will
therefore vary according to how distant the language is from our own language or system of thought.
Furthermore, awareness of the culture of the people using a modern language does not figure as an
element of competency, since learning a modern language necessarily implies developing such
awareness.
Mathematics Literacy and Computer Science
In Mathematics Literacy and Computer Science, the two sets of objectives and standards are based on
the aim of developing mathematical and computer culture.
The educational aim of the first set is to lead students to consider the place, role and evolution of this
knowledge and these tools in our society and to describe their different uses. It consists of general
education about the language of mathematics or computers, and does not include specialized training.
The second set targets the understanding and use of the language of mathematics or computers for
everyday purposes. This intention refers mainly to the concepts, tools and general uses of mathematical
or computer language in daily life.
Since the objectives and standards for the field of mathematics literacy and computer science are quite
general, they can be used to define various learning activities that foster the development of
competencies in mathematics or computer science, or in a combination of these two areas.
Art and Aesthetics
The educational aim of Art and Aesthetics is to help students to acquire general cultural knowledge by
exploring various forms of art in one or more artistic fields. This basic education is intended to develop an
artistic sensibility through exposure to works of art or experimentation in an artistic medium. Furthermore,
it aims to teach the basic elements of the language of art and to enable students to make connections
between those elements.
Through the first set of objectives and standards, students are introduced to works of art from
contemporary culture and from other periods. This allows them to develop an appreciation for the
dynamics of the imagination in art and to learn methods of analyzing artistic production.
Through the second set, students engage in creative or interpretive activities in a given artistic medium.
As well, students are introduced to artistic works in that medium so that they may learn to recognize its
primary forms of expression.
16
Interior Design
Formation générale commune
Language of Instruction and Literature
Objective
Code: 0004
Standard
To analyze and produce various forms of discourse.
1. To identify the characteristics and functions of
the components of discourse.
• Accurate explanation of the denotation of words
• Adequate recognition of the appropriate
connotation of words
• Accurate definition of the characteristics and
function of each component
2. To determine the organization of facts and
arguments of a given discourse.
• Clear and accurate recognition of the main idea
and structure
• Clear presentation of the strategies employed to
develop an argument or thesis
3. To prepare ideas and strategies for a projected
discourse.
•
•
•
•
Appropriate identification of topics and ideas
Adequate gathering of pertinent information
Clear formulation of a thesis
Coherent ordering of supporting material
4. To formulate a discourse.
•
•
•
•
Appropriate choice of tone and diction
Correct development of sentences
Clear and coherent development of paragraphs
Formulation of a 750-word discourse
5. To edit the discourse.
• Thorough revision of form and content
Learning Activities
Discipline:
Weighting:
Credits:
English
2-2-4 or 1-3-4
2 2/3
Interior Design
17
Objective
Code: 0005
Standard
To apply a critical approach to literary genres.
1. To distinguish genres of literary discourse.
• Clear recognition of the formal characteristics of a
literary genre
2. To recognize the use of literary conventions
within a specific genre.
• Accurate recognition of the figurative
communication of meaning
• Adequate explanation of the effects of significant
literary and rhetorical devices
3. To situate a discourse within its historical and
literary period.
• Appropriate recognition of the relationship of a
text to its period
4. To explicate a discourse representative of a
literary genre.
• Selective use of appropriate terminology
• Effective presentation of a 1000-word integrated
response to a text
Learning Activities
Discipline:
Weighting:
Credits:
18
Interior Design
English
2-2-3
2 1/3
Objective
Code: 0006
Standard
To apply a critical approach to a literary theme.
1. To recognize the treatment of a theme within a
literary text.
• Clear recognition of elements within the text
which define and reinforce a theme and its
development
• Adequate demonstration of the effects of
significant literary and rhetorical devices
2. To situate a literary text within its cultural context. • Appropriate recognition of a text as an expression
of cultural context
• Adequate demonstration of the effects of
significant literary and rhetorical devices
3. To detect the value system inherent in a literary
text.
• Appropriate identification of expression
(explicit/implicit) of a value system in a text
4. To explicate a text from a thematic perspective.
• Selective use of appropriate terminology
• Effective presentation of a 1000-word integrated
response to a text
Learning Activities
Discipline:
Weighting:
Credits:
English
2-2-3
2 1/3
Interior Design
19
Humanities
Code: 00B2
Objective
Standard
To apply a logical analytical process to how
knowledge is organized and used.
1. To recognize the basic elements of a field of
knowledge.
• Appropriate description of the basic elements
• Appropriate use of terminology relevant to fields
of knowledge
2. To define the modes of organization and
utilization of a field of knowledge.
• Adequate definition of the dimensions, limits and
uses of fields of knowledge
3. To situate a field of knowledge within its
historical context.
• Accurate identification of the main components in
the historical development of fields of knowledge
• Accurate description of the effects of historical
development and societal milieu on the limitations
and uses of a field of knowledge
4. To organize the main components into coherent
patterns.
• Coherent organization of the main components
5. To produce a synthesis of the main components.
• Appropriate analysis of the components
• Coherent synthesis of the main components
• Appropriate expression, including a significant
individual written component, of an analysis of the
context, importance and implications of the
organization and uses of knowledge
Learning Activities
Discipline:
Weighting:
Credits:
20
Interior Design
Humanities
3-1-3
2 1/3
Humanities
Code: 000G
Objective
Standard
To apply a critical thought process to world-views.
1. To describe world-views.
• Accurate description of a society or group with a
distinctive world-view
• Appropriate use of terminology relevant to these
societies or groups
2. To explain the major ideas, values and
implications of a world-view.
• Adequate explanation of the salient components
of a world-view
3. To organize the ideas, values and experiences of • Coherent organization of ideas about a worlda world-view into coherent patterns.
view
context, importance and implications of worldviews
• Comparative analysis of these world-views
• Appropriate inclusion of central elements,
relationships and organizational principles of the
societies or groups in the analysis
4. To compare world-views.
Learning Activities
Discipline:
Weighting:
Credits:
Humanities
3-0-3
2
Interior Design
21
Langue seconde (niveau I)
Code: 0017
Objective
Standard
Appliquer les notions de base de la communication
en français courant.
1. Dégager le sens d’un message oral simple.
• Repérage précis des difficultés de
compréhension du message.
• Utilisation pertinente des techniques d’écoute
choisies.
• Distinction précise du sens général et des idées
essentielles du message.
• Description précise du sens général et des idées
2. Émettre un message oral simple.
• Repérage précis des difficultés d’expression.
• Utilisation pertinente des techniques d’expression
orale choisies.
• Emploi pertinent du vocabulaire courant.
• Expression intelligible du propos.
3. Dégager le sens d’un texte.
compréhension du texte.
• Utilisation pertinente des techniques de lecture
choisies.
• Distinction claire des principaux éléments du
texte.
essentielles d’un texte de 500 mots.
4. Rédiger un texte simple.
• Repérage précis des difficultés d’écriture.
• Utilisation pertinente des techniques d’écriture
choisies.
• Emploi pertinent du vocabulaire courant.
• Formulation claire et cohérente d’un texte de
100 mots.
Learning Activities
Discipline:
Weighting:
Credits:
22
Interior Design
2-1-3
2
Langue seconde (niveau II)
Code: 000A
Objective
Standard
Communiquer en français avec une certaine
aisance.
1. Interpréter un texte oral simple de trois minutes
en français courant.
texte oral.
• Explication précise du sens des mots dans le
texte.
• Repérage précis des idées et des sujets traités
dans le texte.
2. Produire un texte oral planifié de cinq minutes en • Emploi pertinent du vocabulaire courant.
français courant.
• Respect du niveau de langue, du code
grammatical et des règles de la prononciation.
• Formulation claire et cohérente du propos.
3. Interpréter un texte écrit en français courant.
texte.
texte.
• Repérage précis des idées principales et de la
structure d’un texte de 700 à 1000 mots.
4. Rédiger un texte simple en français courant.
• Respect du code grammatical et orthographique.
• Utilisation judicieuse des principaux éléments du
corpus.
• Formulation claire et cohérente des phrases.
• Articulation cohérente des paragraphes.
• Rédaction d’un texte de 200 mots.
Learning Activities
Discipline:
Weighting:
Credits:
2-1-3
2
Interior Design
23
Langue seconde (niveau III)
Code: 000B
Objective
Standard
Communiquer avec aisance en français.
1. Produire un texte oral planifié de cinq minutes de • Emploi pertinent du vocabulaire courant.
complexité moyenne.
• Adaptation à l’interlocuteur ou à l’interlocutrice
• Respect du niveau de langue, du code
grammatical et des règles de la prononciation.
• Agencement pertinent des idées.
2. Commenter un texte écrit de complexité
moyenne.
• Distinction claire des principaux éléments d’un
texte comprenant entre 2 500 et 3 000 mots.
texte.
• Distinction précise des idées principales et
secondaires, des faits et des opinions.
• Formulation d’éléments implicites.
3. Rédiger un texte de complexité moyenne.
• Adaptation au lecteur ou à la lectrice.
• Utilisation judicieuse des principaux éléments du
corpus.
• Formulation claire et cohérente des phrases, dont
au moins trois sont complexes.
• Articulation cohérente des paragraphes.
• Rédaction d’un texte de 350 mots.
Learning Activities
Discipline:
Weighting:
Credits:
24
Interior Design
2-1-3
2
Langue seconde (niveau IV)
Code: 000C
Objective
Standard
Traiter d’un sujet culturel et littéraire.
1. Analyser un texte culturel ou littéraire.
• Formulation personnelle des éléments principaux
du texte.
• Inventaire des thèmes principaux.
• Relevé d’indices qui permettent de situer le texte
dans son contexte socioculturel et historique.
• Repérage des valeurs véhiculées.
• Repérage juste de la structure du texte.
• Articulation claire d’un point de vue personnel.
2. Rédiger un texte sur un sujet culturel ou littéraire. •
•
•
•
Respect du sujet.
Respect du code grammatical et orthographique.
Adaptation au lecteur ou à la lectrice.
Utilisation judicieuse des principaux éléments du
corpus.
• Formulation claire et cohérente d’un texte de
500 mots.
• Articulation claire d’un point de vue personnel.
Learning Activities
Discipline:
Weighting:
Credits:
3-0-3
2
Interior Design
25
Physical Education
Code: 0064
Objective
Standard
To establish the role that being physically active
plays amongst the lifestyle behaviours which
promote health.
1. To establish a relationship between their lifestyle • Appropriate use of documentation
and their health.
• Appropriate connections between their lifestyle
and their health
2. To be physically active in a manner that
promotes health.
• Observance of the rules involved in physical
activities, including safety rules
• Respect for their abilities when engaging in
physical activities
3. To recognize their needs, abilities and
motivational factors with respect to regular
physical activity.
• Appropriate use of quantitative and qualitative
physical data
• Statement of their main physical needs and
abilities
• Statement of their main motivational factors with
respect to regular physical activity
4. To propose physical activities that promote
health.
• Appropriate and justified choice of physical
activities according to their needs, abilities, and
motivational factors
Learning Activities
Discipline:
Weighting:
Credits:
26
Interior Design
Physical Education
1-1-1
1
Physical Education
Code: 0065
Objective
Standard
To improve one’s effectiveness when practising a
physical activity.
Element of the Competency
1. To use a process designed to improve their
effectiveness during a physical activity.
• Initial assessment of their skills and attitudes in
relation to a physical activity
• Statement of their expectations and needs with
respect to their ability to carry out the activity
• Appropriate formulation of personal objectives
• Statement of the means selected to achieve their
objectives
• Observance of the rules involved in the physical
activity, including safety rules
• Periodic evaluation of their skills and attitudes in
relation to the activity
• Meaningful interpretation of the progress
achieved and the difficulties experienced during
the activity
• Appropriate, periodic adjustments of their
objectives or the means used to achieve them
• Appreciable improvement of the motor skills
required by the activity
Learning Activities
Discipline:
Weighting:
Credits:
Physical Education
0-2-1
1
Interior Design
27
Physical Education
Code: 0066
Objective
Standard
To demonstrate one’s responsibility for being
physically active in a manner which promotes
health.
1. To make physical activity part of a healthy
lifestyle.
• Practice of a physical activity while maintaining a
balance between effectiveness and the factors
promoting health
2. To manage a personal physical activity program. • Statement of their priorities according to their
needs, skills, and motivational factors in relation
to regular physical activity
• Proper formulation of the objectives for their
personal programs
• Appropriate choice of activity or activities for their
personal programs
• Appropriate planning of the conditions in which
the activity or activities in their personal programs
are carried out
• Appropriate choice of criteria for measuring the
attainment of their personal programs
• Periodic assessment of the time invested and the
activities carried out during the program
• Meaningful interpretation of the progress
achieved and difficulties experienced during the
activities
• Appropriate, periodic adjustment of their
objectives or the means used to attain them
Learning Activities
Discipline:
Weighting:
Credits:
28
Interior Design
Physical Education
1-1-1
1
Objective
Code: 000L
Standard
To communicate in the forms of discourse
appropriate to one or more fields of study.
1. To identify the forms of discourse appropriate to
given fields of study.
• Accurate recognition of specialized vocabulary
and conventions
• Accurate recognition of the characteristics of the
form of discourse
2. To recognize the discursive frameworks
appropriate to given fields of study.
• Clear and accurate recognition of the main ideas
and structure
• Appropriate distinction between fact and
argument
3. To formulate a discourse.
•
•
•
•
Appropriate choice of tone and diction
Correctly developed sentences
Clearly and coherently developed paragraphs
Appropriate use of program-related
communication strategies
• Formulation of a 1000-word discourse
• Thorough revision of form and content
Learning Activities
Discipline:
Hours of instruction:
Credits:
English
60
2
Interior Design
29
Humanities
Code: 000U
Objective
Standard
To apply a critical thought process to ethical issues
relevant to the field of study.
1. To situate significant ethical issues in appropriate • Accurate recognition of the basic elements of
world-views and fields of knowledge.
ethical issues
• Appropriate use of relevant terminology
• Adequate identification of the main linkages with
world-views and fields of knowledge
2. To explain the major ideas, values, and social
implications of ethical issues.
• Adequate description of the salient components
of the issues
3. To organize the ethical questions and their
implications into coherent patterns.
• Coherent organization of the ethical questions
and their implications
context, importance and implications of the issues
4. To debate the ethical issues.
• Adequate development of substantiated
argumentation including context and diverse
points of view
• Clear articulation of an individual point of view
Learning Activities
Discipline:
Credits:
Humanities
45
2
Formation générale propre
30
Interior Design
Objective
Code: 0018
Standard
Appliquer des notions fondamentales de la
communication en français, liées à un champ
d’études.
1. Dégager le sens d’un message oral simple lié à
un champ d’études.
compréhension du message.
• Distinction juste des caractéristiques du
message.
• Repérage juste du vocabulaire spécialisé.
• Utilisation pertinente des techniques d’écoute
choisies.
message.
2. Dégager le sens et les caractéristiques d’un
texte lié à un champ d’études.
compréhension du texte.
• Distinction juste des caractéristiques du texte.
• Repérage précis du vocabulaire spécialisé.
• Utilisation pertinente des techniques de lectures
choisies.
texte.
essentielles du texte.
3. Émettre un message oral simple lié à un champ
d’études.
• Repérage précis des difficultés d’expression
orale.
• Utilisation pertinente des techniques d’expression
orale choisies.
• Utilisation pertinente du vocabulaire courant et
spécialisé.
• Expression intelligible du propos.
Interior Design
31
Code: 0018
4. Rédiger un court texte lié à un champ d’études.
• Repérage précis des difficultés d’écrire.
• Utilisation pertinente des techniques d’écriture
choisies.
• Utilisation pertinente du vocabulaire courant et
spécialisé.
• Formulation claire et cohérente du texte.
Learning Activities
Discipline:
Credits:
32
Interior Design
45
2
Langue seconde (niveau II)
Code: 000Q
Objective
Standard
Communiquer en français dans un champ d’études
particulier.
1. Distinguer les types de textes propres au champ
d’études.
• Distinction précise des caractéristiques formelles
de chacun des principaux types de textes et des
conventions utilisées.
2. Interpréter des textes représentatifs du champ
d’études.
texte.
• Interpretation claire du vocabulaire spécialisé.
• Repérage précis des idées et des sujets traités.
• Utilisation pertinente des techniques de lecture et
d’écoute.
3. Utiliser des techniques de production de textes
appropriées au champ d’études.
• Emploi pertinent du vocabulaire spécialisé et des
conventions.
• Respect du niveau de langue et du code
grammatical.
• Utilisation pertinente des techniques
d’expression.
Learning Activities
Discipline:
Credits:
45
2
Interior Design
33
Langue seconde (niveau III)
Code: 000R
Objective
Standard
Communiquer avec aisance en français dans un
champ d’études particulier.
1. Commenter des textes propres au champ
d’études.
des principaux types de textes et des conventions
utilisées.
texte.
• Repérage précis de la structure du texte.
• Reformulation juste des idées principales et
secondaires, des faits et des opinions.
• Emploi juste du vocabulaire spécialisé.
2. Produire un texte sur un sujet lié au champ
d’études.
• Respect du sujet.
conventions.
• Respect du niveau de langue et du code
grammatical.
• Agencement pertinent des idées.
• Adéquation entre forme et fond.
Learning Activities
Discipline:
Credits:
34
Interior Design
45
2
Langue seconde (niveau IV)
Code: 000S
Objective
Standard
Disserter en français sur un sujet lié au champ
d’études.
1. Analyser un texte lié au champ d’études.
des types particuliers de textes.
• Formulation personnelle des éléments principaux.
• Inventaire des thèmes principaux.
• Repérage juste de la structure du texte.
• Relevé d’indices qui permettent de situer le texte
dans son contexte.
• Articulation claire d’un point de vue personnel, s’il
y a lieu.
• Association juste des éléments du texte au sujet
traité.
2. Rédiger un texte sur un sujet lié au champ
d’études.
• Respect du sujet.
conventions.
• Choix judicieux des principaux éléments du
corpus en fonction du type de texte.
• Formulation claire et cohérente du texte.
• Articulation claire d’un point de vue personnel, s’il
y a lieu.
Learning Activities
Discipline:
Credits:
45
2
Interior Design
35
Formation générale
Social Sciences
Code: 000V
Objective
Standard
Achievement Context
To estimate the contribution of the social sciences
to an understanding of contemporary issues.
• Working alone
• In an essay of approximately 750 words on the
contribution of the social sciences to an
understanding of contemporary issues
• Using documents and data from the social
sciences
1. To recognize the focus of one or more of the
social sciences and their main approaches.
• Formulation of the focus specific to one or more
of the social sciences
• Description of the main approaches used in the
social sciences
2. To identify some of the issues currently under
study in the social sciences.
• Association of these issues with the pertinent
areas of research in the social sciences
3. To demonstrate the contribution of one or more
of the social sciences to an understanding of
contemporary issues.
• Presentation of contemporary issues by
emphasizing the interpretation of the social
sciences
• Illustration of the interaction between certain
social changes and the contribution of the social
sciences
Learning Activities
Credits:
36
Interior Design
45
2
Social Sciences
Code: 000W
Objective
Standard
Achievement Context
To analyze one of the major problems of our time
using one or more social scientific approaches.
• Working alone
• In an essay of approximately 750 words on a
topic related to human existence
• Using reference materials from one or more
disciplines in the social sciences
1. To formulate a problem using one or more social • Presentation of the background to the problem
scientific approaches.
• Use of appropriate concepts and language
• Brief description of individual, collective,
spatiotemporal and cultural aspects of the
problem
2. To deal with an issue using one or more social
scientific approaches.
• Clear formulation of an issue
• Selection of pertinent reference materials
• Brief description of historical, experimental and
survey methods
3. To draw conclusions.
• Appropriate use of the selected method
• Determination of appropriate evaluation criteria
• Identification of strengths and weaknesses of the
conclusions
• Broadening of issue studied
Learning Activities
Credits:
45
2
Interior Design
37
Code: 000X
Objective
Standard
Achievement Context
To explain the general nature of science and
technology and some of the major contemporary
scientific or technological issues.
• Working alone
• Given a written commentary on a scientific
discovery or technological development
• In an essay of approximately 750 words
1. To describe scientific thinking and the standard
method.
• Brief description of the essential characteristics of
scientific thinking, including quantification and
demonstration
• Organized list and brief description of the
essential characteristics of the main steps in the
standard scientific method
2. To demonstrate how science and technology are • Definition of terms and description of the primary
complementary.
ways in which science, techniques and
technology are interrelated: logical and temporal
connections, and mutual contributions
3. To explain the context and the stages related to
several scientific and technological discoveries.
• Pertinent and coherent explanation of the
relationship between the determining contexts of
several scientific and technological discoveries
• List of the main stages of scientific and
technological discoveries
4. To deduce different consequences and
questions resulting from certain recent scientific
and technological innovations.
• Brief description of important consequences (of
different types) and the current major challenges
resulting from several scientific and technological
discoveries
• Formulation of relevant questions and credibility
of responses to the questions formulated
Learning Activities
Credits:
38
Interior Design
45
2
Code: 000Y
Objective
Standard
Achievement Context
To resolve a simple problem by applying the basic
scientific method.
• Working alone or in groups
• Given a simple scientific and technological
problem that can be resolved by applying the
standard scientific method
• Using common scientific instruments and
reference materials (written or other)
1. To describe the main steps of the standard
scientific method.
• Organized list and brief description of the
characteristics of the steps of the standard
scientific method
2. To formulate a hypothesis designed to solve a
simple scientific and technological problem.
• Clear, precise description of the problem
• Observance of the principles for formulating a
hypothesis (observable and measurable nature of
data, credibility, etc.)
3. To verify a hypothesis by applying the
fundamental principles of the basic experimental
method.
• Pertinence, reliability and validity of the
experimental method used
• Observance of established experimental method
• Appropriate choice and use of instruments
• Clear, satisfactory presentation of results
• Validity of the connections established between
the hypothesis, the verification and the conclusion
Learning Activities
Credits:
45
2
Interior Design
39
Modern Languages
Code: 000Z
Objective
Standard
Achievement Context
To communicate with limited skill1 in a modern
language.
• For modern Latin-alphabet languages:
– during a conversation consisting of at least
eight sentences of dialogue
– in a written text consisting of at least eight
sentences
Or
• For non–Latin-alphabet languages:
– during a conversation consisting of at least
six sentences of dialogue
– in a written text consisting of at least six
sentences
• Based on learning situations on familiar themes
• Using reference materials
1. To understand the meaning of a verbal
message.
2. To understand the meaning of a written
message.
Learning a modern language requires becoming
aware of the culture of the people who use the
language.
• Accurate identification of words and idiomatic
expressions
• Clear recognition of the general meaning of
simple messages
• Logical connections between the various
elements of the message
expressions
• Clear recognition of the general meaning of
simple messages
• Logical connections between the various
elements of the message
1. This refers to the limited use of the structures, grammar and vocabulary of the language studied.
This limitation varies, depending on the complexity of the modern language.
40
Interior Design
Modern Languages
Code: 000Z
3. To express a simple message verbally.
• Appropriate use of language structures in main
and subordinate clauses
• Appropriate application of grammar rules
• Use of verbs in the present indicative
• Appropriate use of basic vocabulary and
idiomatic expressions
• Comprehensible pronunciation
• Coherent sequence of simple sentences
• Spontaneous, coherent sequence of sentences
in a dialogue
4. To write a text on a given subject.
• Appropriate use of language structures in main
and subordinate clauses
• Appropriate application of basic grammar rules
• Appropriate use of basic vocabulary and
• Coherent sequence of simple sentences
• Acceptable application of graphic rules for writing
systems that do not use the Latin alphabet
Learning Activities
Credits:
45
2
Interior Design
41
Modern Languages
Code: 0010
Objective
Standard
Achievement Context
To communicate in a modern language on
familiar topics.
• During a conversation consisting of at least
15 sentences of dialogue
• In a written text consisting of at least 20 sentences
for Latin-alphabet languages
• In a written text consisting of at least 10 sentences
for non–Latin alphabet languages
• Based on:
– situations in everyday life
– simple topics from everyday life
• Using reference materials
1. To understand the meaning of a verbal
message.
2. To understand the meaning of a written
message.
Learning a modern language requires becoming aware
of the culture of the people who use the language.
expressions
• Clear recognition of the general meaning and
essential ideas of messages of average complexity
• Logical connection between the various elements of
the message
expressions
• Clear recognition of the general meaning and
essential ideas of messages of average complexity
• Logical connection between the various elements of
the message
3. To express a simple message verbally, using • Appropriate use of language structures in main or
sentences of average complexity.
subordinate clauses
• Appropriate use of enriched basic vocabulary and
• Comprehensible pronunciation
• Coherent sequence of sentences of average
complexity
• Coherent dialogue of average complexity
42
Interior Design
Modern Languages
Code: 0010
4. To write a text on a given subject, using
sentences of average complexity.
• Appropriate use of language structures in main or
subordinate clauses
• Use of verbs in the present and past indicative
• Appropriate use of enriched basic vocabulary and
idiomatic expressions.
• Coherent sequence of sentences of average
complexity
• Acceptable application of graphic rules for writing
systems that do not use the Latin alphabet
Learning Activities
Credits:
45
2
Interior Design
43
Modern Languages
Code: 0067
Objective
Standard
Achievement Context
To communicate with relative ease in a modern
language.
• Working alone
• During a conversation consisting of at least
20 sentences of dialogue
• In a written text of medium length (at least
25 sentences for Latin-alphabet languages and
15 sentences for other languages)
• Given documents of a sociocultural nature
• Using reference materials for the written text
Learning a modern language requires being aware
of the culture of the people who use the language.
1. To understand the meaning of a verbal message • Accurate explanation of the general meaning and
in everyday language.
essential ideas of the message
• Clear identification of structural elements of the
language
2. To understand the meaning of a text of average
complexity.
• Accurate explanation of the general meaning and
essential ideas of the text
• Clear identification of structural elements of the
language
3. To have a conversation about a subject.
• Appropriate use of the structural elements of the
language according to the message to be
expressed
• Appropriate use of everyday vocabulary
• Accurate pronunciation and intonation
• Normal flow in a conversation in everyday
language
• Coherence of the message expressed
• Pertinent responses to questions
4. To write a text of average complexity.
• Appropriate use of the structural elements of the
language according to the text to be written
• Accurate vocabulary
• Coherence of the text as a whole
• Observance of presentation and writing rules
Learning Activities
Credits:
44
Interior Design
45
2
Code: 0011
Objective
Standard
Achievement Context
To recognize the role of mathematics or informatics
in contemporary society.
• Working alone
• In an essay of approximately 750 words
• Using several concrete examples selected by the
student demonstrating the competency
1. To demonstrate the acquisition of basic general
knowledge in mathematics or informatics.
• Identification of basic notions and concepts
• Identification of main branches of mathematics or
informatics
• Appropriate use of terminology
2. To describe the evolution of mathematics or
informatics.
• Descriptive summary of several major phases
3. To recognize the contribution of mathematics or
informatics to the development of other areas of
knowledge.
• Demonstration of the existence of important
contributions, using concrete examples
4. To illustrate the diversity of mathematical or
informatics applications.
• Presentation of a range of applications in various
areas of human activity, using concrete examples
5. To evaluate the impact of mathematics or
informatics on individuals and organizations.
• Identification of several major influences
• Explanation of the way in which mathematics or
informatics have changed certain human and
organizational realities
• Recognition of the advantages and
disadvantages of these influences
Learning Activities
Credits:
45
2
Interior Design
45
Code: 0012
Objective
Standard
Achievement Context
To use various mathematical or computer concepts, • Working alone
procedures and tools for common tasks.
• While carrying out a task or solving a problem
based on everyday needs.
• Using familiar tools and reference materials
1. To demonstrate the acquisition of basic
functional knowledge in mathematics or
informatics.
• Brief definition of concepts
• Correct execution of basic operations
2. To select mathematical or computer tools and
procedures on the basis of specific needs.
• List of numerous possibilities available with
mathematical and computer tools and procedures
• Analysis of concrete situations and recognition of
the usefulness of mathematical or computer tools
and procedures
• Appropriate choice according to needs
3. To use mathematical or computer tools and
procedures to carry out tasks and solve
problems.
•
•
•
•
4. To interpret the quantitative data or results
obtained using mathematical or computer tools
and procedures.
• Accurate interpretation, given the context
• Clear, precise formulation of the interpretation
Learning Activities
Credits:
46
Interior Design
45
2
Planned, methodical process
Correct use of tools and procedures
Satisfactory results, given the context
Appropriate use of terminology specific to a tool
or procedure
Art and Aesthetics
Code: 0013
Objective
Standard
Achievement Context
To consider various forms of art produced by
aesthetic practices.
• Working alone
• Given a specified work of art
• In a written commentary of approximately
750 words
1. To develop an appreciation for the dynamics of
the imagination in art.
• Precise explanation of a creative process
connected to the construction of an imaginary
universe
2. To describe art movements.
• Descriptive list of the main characteristics of three
art movements from different periods, including a
modern movement
3. To give a commentary on a work of art.
• Coherent organization of observations, including
identification of four basic elements of form and
structure related to the language used, as well as
a justified description of the meaning of the work
of art
Learning Activities
Credits:
45
2
Interior Design
47
Art and Aesthetics
Code: 0014
Objective
Standard
Achievement Context
To produce a work of art.
•
•
•
•
1. To recognize the primary forms of expression of
an artistic medium.
• Identification of specific features: originality,
essential qualities, means of communication,
styles, genres
2. To use the medium.
• Personal, coherent use of elements of language
• Satisfactory application of artistic techniques
• Observance of the requirements of the method of
production
Learning Activities
Credits:
48
Interior Design
45
2
Working alone
During a practical exercise
In the context of a creation or an interpretation
Using the basic elements of the language and
techniques specific to the medium selected
Part II
Goals of the Program-Specific
Component
Educational Aims of the ProgramSpecific Component
Grid of Competencies
Harmonization
Objectives and Standards of the
Goals of the Program-Specific Component
The aim of the Interior Design program is to prepare students to practise the profession of interior
designer.
Graduates of this program will be qualified to work as interior designers and will be able to create,
develop and propose interior design concepts that are both functional and aesthetically pleasing, for
residential, commercial, industrial and public buildings. They will prepare working drawings, participate in
coordinating site work, ensure the quality of the work carried out and verify that it conforms to applicable
standards and codes.
Interior designers can work for interior design firms, real estate developers, architectural firms, furniture
stores, decoration centres, kitchen cabinet makers, etc. They may also establish their own business.
More and more, interior designers are called upon to work with computers. These specialists use word
processing, spreadsheet, and computer-assisted drafting and design software in order to design, plan and
produce drawings and specifications. They also use the Internet to research materials, finishes and other
elements.
Depending on their job, and the nature and extent of a project, interior designers communicate with many
different individuals: clients, architects, engineers, contractors, owners, lighting and acoustic specialists,
artists, artisans, and suppliers of specialized services (e.g. upholsterers, sewers, suppliers of furniture,
materials and accessories). They also establish relationships with colleagues, such as designers, graphic
artists, researchers and drafters. As a result, they must possess sound communication and interpersonal
skills, as well as the ability to work in a team.
Interior designers must demonstrate an ability to work independently, analyze and synthesize information,
and plan and organize. Given the constantly evolving trends in the field, interior designers must be
adaptable to change, innovative and creative.
The Interior Design program reconciles two requirements of college education: versatility and technical
mastery.
Versatility is ensured through the acquisition, among other things, of general competencies that will allow
interior designers to demonstrate that they can perform tasks independently and adapt to a variety of
work situations. Thus, the general competencies of the Interior Design program will enable graduates to
carry out the intellectual processes required in their work, communicate effectively, manage work-related
activities, and apply the principles, techniques and work methods specific to interior design.
Technical mastery, which is necessary in order to integrate harmoniously into the work force, is ensured
through the acquisition of specific competencies that are directly related to occupational tasks. These
competencies encompass different facets of the occupation and thus promote job mobility.
Interior Design
51
The goals of the program-specific component of the Interior Design program are based on the general
goals of vocational and technical training. These goals are as follows:
• to help students develop effectiveness in the practice of the occupation by enabling them to correctly
perform the tasks and activities associated with the occupation at an acceptable level for entry into the
job market
• to help students integrate into the work force by familiarizing them with different opportunities in the job
market in general and the context surrounding the occupation of interior designer
• to foster students’ personal development and acquisition of occupational knowledge, skills, perceptions
and attitudes
• to promote job mobility by enabling students to develop positive attitudes toward change and new
situations and to maintain and improve their professional competencies
The program also enables students to do the following:
• develop the ability to learn and acquire work methods, as well as a concern for detail, accuracy,
precision and meticulousness
• understand the principles underlying the techniques and technologies used in the occupation
• enrich their general culture
• develop originality and creativity
• develop the ability to solve problems and suggest innovative ideas in order to optimize a concept
• develop the ability to work independently, as well as a sense of initiative and responsibility
52
Interior Design
Educational Aims of the Program-Specific Component
Educational aims are based on important values and concerns and serve as guidelines for interactions
with students. As a general rule, educational aims focus on important aspects of the students’
professional and personal development, such as attitudes, work habits and intellectual skills, which have
not been explicitly formulated in the program’s goals, objectives and standards.
The following is a description of the aims of the program-specific component of the Interior Design
program:
• to develop the ability to learn and acquire work methods, as well as a concern for detail, accuracy,
precision and meticulousness
• to understand the principles underlying the techniques and technologies used in the field
• to enrich one’s general culture
• to develop originality and creativity
• to develop the ability to solve problems and suggest innovative ideas in order to optimize a concept
• to develop the ability to work independently
• to develop a sense of initiative and responsibility
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53
Grid of Competencies
The grid of competencies provides an overview of a technical program. It brings together all of the
components of a program and shows the relationship among the competencies.
The grid of competencies includes the following elements:
• the general competencies of the program-specific component, which deal with work-related activities
common to various tasks or situations
• the specific competencies, which deal with tasks directly related to the practice of the trade or
occupation
The grid of competencies shows the relationship between the general competencies on the horizontal
axis and the specific competencies on the vertical axis. The symbol () indicates a correlation between a
general and a specific competency.
The order in which the competencies are presented reflects the program’s design; it does not dictate the
course sequence. The grid of competencies is provided for information purposes only.
Interior Design
55
GRID OF COMPETENCIES
To produce sketches
To draw objects and spaces to scale
To produce drawings using a computer-assisted drafting system
To interact with clients, resource-persons and colleagues
To create a mood using colour
To suggest finishes and materials for a project
To specify the furniture, accessories and equipment for a project
To use interior architectural and construction elements
Competency number
2
3
4
5
6
7
8
9
10
11
To promote one's services
To develop ideas
Competency number
SPECIFIC COMPETENCIES
To carry out administrative tasks
To integrate historical or artistic trends into interior design
1
INTERIOR DESIGN
To create lighting concepts
To analyze the job function
GENERAL COMPETENCIES
15
17
20
)
)
To design custom elements
12
)
)
)
)
)
)
)
)
)
)
)
)
To create an interior design concept for a residence
13
)
)
)
)
)
)
)
)
)
)
)
)
To present a design project
14
)
)
)
)
)
)
)
)
)
)
To produce working drawings and specifications
16
)
)
)
)
)
)
)
)
)
)
)
To plan a layout for a commercial, industrial or public building
18
)
)
)
)
)
)
)
)
)
)
)
)
)
To create an interior design concept for a commercial, industrial or
public building
19
)
)
)
)
)
)
)
)
)
)
)
)
)
)
To develop an interior design project
21
)
)
)
)
)
)
)
)
)
)
)
)
)
)
56
Interior Design
)
Harmonization
The Ministère de l’Éducation, du Loisir et du Sport harmonizes its vocational and technical programs by
establishing similarities and continuity between secondary- and college-level programs within a particular
sector or between sectors, in order to avoid overlap in program offerings, recognize prior learning and
facilitate the students’ progress.
Harmonization establishes consistency between training programs and is especially important in ensuring
that the tasks of a trade or occupation are clearly identified and described. Harmonization makes it
possible to identify tasks requiring competencies that are common to more than one program. Even if
there are no common competencies, training programs are still harmonized.
Harmonization is said to be “inter-level” when it focuses on training programs at different levels, “intralevel” when it focuses on programs within the same educational level, and “inter-sector” when carried out
between programs in various sectors.
An important aspect of harmonization is that it allows the common features of competencies to be
identified and updated as needed. Common competencies are those that are shared by more than one
program; once acquired in one program, they can be recognized as having been acquired in another.
Competencies with exactly the same statement and elements are said to be identical. Common
competencies that are not identical but have enough similarities to be of equal value are said to be
equivalent.
Harmonization of the Interior Design program has resulted in identifying competencies that are shared
with other programs. Detailed information on the harmonization of this program and its results are
presented in the document entitled Tableaux d’harmonisation, Techniques de design d’intérieur.
Interior Design
57
Formation sp
Code:
029A
Objective
Standard
Achievement Context
To analyze the job function.
• Using recent data on the profession and
businesses in the design sector
• Based on standards and codes in effect and on
reference materials such as trade magazines
and product catalogues
• During corporate visits, trade shows and
exhibits, conferences, etc.
• Situating interior design within its social and
historical context
• Taking into account environmental aspects
related to interior design
1. Describe the profession and its employment
conditions.
• Relevant information gathered
• Thorough examination of the characteristics of
the profession and its employment conditions
• Accurate identification of work environments
and the role of specialists
• Accurate identification of possible career paths
• Consideration of the impact of design as value
added
2. Examine the tasks of the profession.
• Careful examination of tasks, the conditions
under which they are performed and their
requirements
• Accurate determination of the tasks’ relative
importance
• Relationship established between the steps in
the design process and the tasks of the
profession
Interior Design
59
Code:
029A
3. Examine the skills and behaviours required to
practise the profession.
• Relevant connections made between skills and
behaviours and the different tasks of the
profession
• Accurate determination of the behaviours
required for teamwork
• Accurate identification of rules of professional
ethics
4. Describe the health and safety aspects related
to the practice of the profession.
• Identification of hazards related to the tools and
products used when preparing presentation
materials
• Consideration of the requirements specific to
construction site work
5. Examine the legislation governing the practice
of the profession.
• Identification of the roles and responsibilities
associated with different job categories in
interior design
• Careful examination of the legal limits of the
profession
6. Explore business opportunities in interior
design.
• Accurate identification of opportunities for
starting a business in interior design
• Consideration of the financial and personal
consequences of owning a business
• Careful examination of the legal aspects related
to starting a business
60
Interior Design
Code:
029B
Objective
Standard
Achievement Context
To integrate historic and artistic trends into interior
design.
•
•
•
•
•
1. Explore artistic trends in visual arts, applied
arts, styles, arts and crafts, and architecture.
• Appropriate identification of major artistic trends
• Consideration of major artistic periods
• Proper differentiation of trend characteristics
2. Compare the characteristics of each artistic
period.
• Accurate illustration of the characteristics of
each artistic period
• Relevant identification of significant visual
elements
• Proper use of tools for interpreting visual
language
• Proper association of iconographic components
of various productions
• Correct association of styles with objects,
furniture and architecture
3. Associate major artistic trends with the
corresponding social movements.
• Identification of the main processes specific to
visual arts, applied arts, styles, arts and crafts,
and architecture and their role in history
• Relevant connections made between artistic
trends and social movements
4. Adapt artistic trends to an interior design
concept.
• Consideration of concepts that have affected the
evolution of design
• Coherent organization of visual elements
according to the trends selected
• Meaningful adaptation of styles in an interior
design concept
• Openness to major artistic trends
Through the practice of interior design
During research related to a design project
Based on design criteria
Consulting a resource centre
Using reference materials on the history of
architecture, applied arts, art in general, arts
and crafts, and styles and works of art from
different periods
Interior Design
61
Code:
029C
Objective
Standard
Achievement Context
To develop ideas.
• At different stages of an interior design project
during concept development and brainstorming
• Based on a client request, verbal or written
instructions from a superior, or a personal
initiative
• Alone or in collaboration with colleagues
• Using visual references
• Observing the natural and built environment
1. Develop concepts.
• Proper analysis of the request
• Consideration of the constraints and needs
associated with the request
• Information gathered likely to be used during
ideation
• Demonstration of attitudes conducive to
creativity
• Attentive listening and initiative
2. Generate ideas.
• Consistent use of creative problem-solving
techniques
• Use of reflection and imagination in searching
for ideas
• Application of problem-solving methods
• Spontaneity and open-mindedness
• Development of original, relevant ideas
• Creative use of tools for representing ideas
• Uncensored representation of ideas
3. Select concept directions.
•
•
•
•
•
Appropriate exploration of various ideas
Discernment
Selection of potentially viable ideas
Balance between originality and functionality
Probing of ideas
Interior Design
63
Code:
4. Represent the ideas retained.
64
Interior Design
029C
• Refining of ideas in accordance with the
directions selected
• Harmonious integration of criteria related to the
request
• Clear, coherent explanation of the ideas
retained to support the request
• Appropriate choice of representation methods
• Explicit representation of ideas
Code:
029D
Objective
Standard
Achievement Context
To produce sketches.
• At different stages of an interior design project in
order to illustrate an idea, exchange points of
view during brainstorming, communicate an idea
during a presentation, or explain a concept
• Based on a drawing or image
• Using common media, supports and drawing
instruments
• According to a relative scale
1. Organize one’s work.
• Relevant analysis of the type of work to be done
and the desired objectives
• Appropriate selection of work tools
• Establishment of a sequence of execution
• Consideration of the time allotted
2. Make an observation drawing of an object.
•
•
•
•
•
•
•
•
Accurate assessment of an object’s proportions
Appropriate use of media
Proper placement of drawing on the support
Ability to give the drawing character
Accurate definition of shadows and light
Appropriate shading
Strong, clear, accurate drawing
Observance of the object’s proportions and
shape
• Quick execution
• Realistic rendering of the subject
Interior Design
65
Code:
029D
3. Develop an idea using a sketch.
• Appropriate choice of view or detail to be
represented
• Accurate interpretation of visual language (lines,
shapes, textures) used in a drawing
• Appropriate use of media
• Proper placement of drawing on the support
• Rigorously accurate transition from two to three
dimensions, if applicable
• Ability to give the drawing character
• Accurate definition of shadows and light areas
• Appropriate shading
• Strong, clear, accurate drawing
• Proportions respected
• Quick execution
4. Finalize the sketches.
•
•
•
•
66
Interior Design
Appropriate choice of representation methods
Coherent, quality assembly of sketches
Clear, concise elements noted, if applicable
Sensitive, realistic rendering
Code:
029E
Objective
Standard
Achievement Context
To draw objects and spaces to scale.
• In order to visualize a concept in a realistic
manner
• Using conventional drafting materials and
equipment
• Based on an architectural survey; colleagues’
drawings; a sketch and design project drawings
and specifications
• In conformity with technical drafting standards
and conventions
1. Organize one’s work.
• Accurate assessment of the drawings to be
produced and the information to be conveyed
• Appropriate selection of drafting instruments
• Appropriate choice of formats, scales and line
weight and conventions
• Establishment of an appropriate sequence of
execution and scheduling
• Workstation set up ergonomically
2. Draw orthographic projections.
• Correct application of conventions specific to the
chosen projection
• Thorough assessment of views to be produced
• Proper placement of views
• Correct use of architectural scales
• Accurate execution of lines
• Proper positioning of symbols
• Accurate details
• Clean, quality drawings
3. Draw axonometric projections.
• Appropriate choice of the axonometric
projections to be drawn
• Correct methods of drawing axonometric
projections
• Correct application of conventions specific to the
projection used
• Proper placement of axonometric projection on
the surface
• Correct use of architectural scales
• Meticulous drawing of lines
• Clean, quality drawings
Interior Design
67
Code:
4. Apply dimensions and lettering.
•
•
•
•
•
•
•
5. Draw a perspective.
•
•
•
•
•
•
68
Interior Design
029E
Proper placement of dimensions
Accurate representation
Observance of general dimensioning standards
Correct use of measurement systems
Clean, clear dimensions
Clear, concise annotations
Proper placement of notes on the drawing and
in the title block
• Neat, careful lettering
Correct methods of constructing perspectives
Proper position of observer
Correct construction of perspective
Accurate intensity of shadows and light
Clean, clear drawing
Realistic drawing
Code:
029F
Objective
Standard
Achievement Context
To produce drawings using a computer-assisted
drafting system.
• Based on an architectural survey; colleagues’
drawings; or a sketch and design project
drawings and specifications
• Using a computer station and French and
English software normally used in the workplace
(e.g. word processing, spreadsheet, drafting
software); a plotter and printer; a scanner; the
Internet and technical reference materials
• In conformity with CAD standards and
conventions
• Using appropriate terminology
1. Prepare the workstation.
• Methodical verification of connections
• Functional, ergonomic workstation
• Effective preparation of file transfer tools
2. Plan the work.
• Accurate interpretation of the request
• Establishment of an appropriate sequence of
execution and scheduling
• Proper file management
3. Prepare a prototype drawing.
• Correct use of the operating system’s basic
functions
• Correct use of CAD software
• Compliance with the operating protocol of
specialized applications
• Logical organization of layer system
• Accurate determination of dimensioning system
• Appropriate linetype for printing
• Proper placement of title block
• Accurate determination of formats
• Accurate prototype drawing
Interior Design
69
Code:
4. Execute a drawing.
•
•
•
•
029F
•
•
Proper use of prototype drawing
Meaningful interpretation of architectural survey
Clear, accurate dimensions
Clear, accurate annotations of elements in the
title block and drawing
Accurate representation of different orthographic
views and sections
Appropriate optimization of drafting software
according to needs
Correct use of three-dimensional commands, if
applicable
Methodical, organized work
Clean, clear, accurate drawing
5. Check the quality of the work done.
•
•
•
•
•
•
Observance of verification method
Drawing in conformity with initial data
Identification of modifications to be made
Proper correction of anomalies
Observance of initial layer system
Thorough verification of all drawings modified
6. Print the drawing.
•
•
•
•
•
•
•
•
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Interior Design
Proper preparation of equipment
Appropriate parameter settings
Observance of file printing procedure
Correct use of plotter and printer
Correspondence between print job and
parameters
• Methodical assessment of printout results
Code:
029G
Objective
Standard
Achievement Context
To interact with clients, resource-persons and
colleagues.
• In a variety of work-related situations: meetings
with clients, presentations of design proposals,
presentations of design concepts and
contract/fee negotiations
• In conformity with rules of professional ethics
1. Establish and maintain interpersonal relations.
• Consideration of one’s strengths and
weaknesses in interpersonal relations
• Demonstration of attitudes that promote
harmonious interpersonal relations
• Observance of rules of courtesy and discretion
• Adaptation of one’s behaviour to situations and
other people
• Respect for others’ personalities
2. Communicate with colleagues, suppliers and
clients.
• Open-mindedness and flexibility
• Proper techniques for diffusing difficult situations
• Adequate control of one’s reactions and
emotions
• Clear, precise communication of information
3. Advise clients.
• Consideration of cultural and social
characteristics
• Clarification of the needs, expectations and
values of the people involved
• Appropriate explanation of the design process
• Clear communication
• Receptiveness and attentive listening
• Explanation of technical information in everyday
terms
• Relevant advice given
• Concern for the company’s image
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71
Code:
029G
4. Work in a team.
• Accurate identification of the role and
responsibilities of team members
• Active contribution to the team
• Demonstration of attitudes that promote
teamwork
• Observance of work process established by
team members
• Effective coordination of one’s activities with
those of other team members
• Clear, effective communication with other team
members
5. Manage stress.
• Accurate assessment of one’s limits and ability
to handle stress
• Effective use of stress management techniques
• Ability to adapt to change
• Effective use of time management techniques
• Accurate assessment of the degree of urgency
of a situation
• Consistent management of work-related
activities
• Composure
72
Interior Design
Code:
029H
Objective
Standard
Achievement Context
To create a mood, using colour.
• During the design and presentation of a concept
• Based on a request or mandate
• Using the appropriate instruments, tools, media
and supports, and manufacturers’ colour charts
and samples
• In conformity with the basic principles of colour
theory
1. Analyze data related to the project.
• Relevant interpretation of data related to the
project
• Clear understanding of client expectations
• Accurate analysis of the physical and
psychological effects of colour, in accordance
with the project
• Consideration of client preferences
• Realistic assessment of the expected result
• Appropriate use of terminology related to colour
• Consideration of time allotted
2. Create colour harmonies.
• Appropriate assessment of the atmosphere to
be created
• Consideration of the cultural and symbolic
aspects of colour
• Ability to perceive colour nuances
• Consideration of the type of materials and
textures that enter into the composition of a
harmonic scheme
• Appropriate use of media
• Proper use of colour harmony
• Selection of colours in accordance with client
criteria, needs and spatial effects
• Quality compositions created
• Creativity
• Quality graphic representation
• Critical assessment of the result
Interior Design
73
Code:
3. Solve colour-related problems.
74
Interior Design
029H
• Clear description of the problem
• Accurate determination of the causes and
consequences of the problem
• Choice of most appropriate solution for the
problem
• Proper use of tools, media and supports
• Balanced volumes, masses and surface areas
created with colour
• Appropriate use of colour harmony
Code:
029J
Objective
Standard
Achievement Context
To suggest finishes and materials for a project.
• For various projects, such as an interior layout,
furniture design, colour selection, window
dressing and storage space design
• Based on a commission, concept or design
project
• Using drawings and specifications;
classification systems for finishes and
materials; catalogues, samples, directories and
the Internet
• Consulting a resource centre
• Visiting product showrooms and workshops
• In collaboration with suppliers
• In conformity with standards and regulations,
such as those governing fire prevention,
sanitation, ergonomics, thermal and acoustic
insulation, technology, and occupational health
and safety
1. Analyze the request.
• Gathering of complete, accurate data in relation
to the project
• Accurate assessment of the scope of the
project
• Appropriate analysis of the request
• Consideration of the schedule
• Realism and sense of organization
• Observance of cultural and aesthetic values
2. Research finishes, materials and elements.
• Accurate determination of the finishes,
materials and elements needed for the project
• Consultation of conventional or electronic
sources of information in English and in French
• Verification of technical information with
suppliers
• Visits to product showrooms and workshops, if
applicable
Interior Design
75
Code:
029J
3. Select finishes and materials.
• Creativity, curiosity and sense of aesthetics
• Assessment of constraints associated with
preparing surfaces and installing and
maintaining selected finishes and materials
• Appropriate choice of finishes and materials in
accordance with project feasibility and budget
constraints
• Specification of appropriate, harmonious
finishes and materials
4. Calculate quantities and costs of finishes,
materials and elements.
• Appropriate calculation method, in accordance
with types of finishes and materials
• Accurate placement of finishes and materials,
in accordance with calculations of surface
areas
• Thorough, accurate calculations of surface
areas
• Correct solution of equations
• Verification of results
5. Record information.
•
•
•
•
•
76
Interior Design
Ability to synthesize information
Data recorded clearly on drawings
Appropriate use of terminology
Accurate information
Neat report, free of spelling errors
Code:
029K
Objective
Standard
Achievement Context
To specify the furniture, accessories and
equipment for a project.
• For various projects, such as an interior layout,
furniture design, colour selection, window
dressing and storage space design
• Based on a commission, concept or design
project
• Using drawings and specifications;
classification systems; catalogues, samples,
directories and the Internet
sanitation, ergonomics, thermal and acoustic
insulation, technology, and occupational health
and safety
1. Analyze the request.
to the project
• Accurate assessment of the scope of the
project
• Appropriate analysis of the request
• Realism and sense of organization
• Observance of cultural and aesthetic values
2. Research the furniture, accessories and
equipment needed.
• Accurate determination of the furniture,
accessories and equipment needed for the
project
• Consultation of appropriate sources of
information in English and in French
• Verification of technical information with
suppliers
• Visits to product showrooms and workshops, if
applicable
Interior Design
77
Code:
029K
3. Select furniture, accessories and equipment.
• Creativity, curiosity and sense of aesthetics
• Assessment of constraints associated with
installing and maintaining furniture, accessories
and equipment
• Appropriate choice of furniture, accessories and
equipment, in accordance with project feasibility
• Specification of appropriate, harmonious
furniture, accessories and equipment
4. Calculate quantities and costs of furniture,
accessories and equipment.
• Accurate placement of furniture, accessories
and equipment
• Thorough calculations of quantities
• Appropriate choice of calculation method, in
accordance with the type of product pricing
used
• Correct solution of equations
• Verification of results
5. Record information.
•
•
•
•
•
78
Interior Design
Data clearly recorded on drawings
Appropriate use of terminology
Accurate information
Neat report, free of spelling errors
Code:
029L
Objective
Standard
Achievement Context
To use interior architectural and construction
elements.
• For various projects, such as a spatial layout,
built-in furniture design and residential or
commercial additions
• Based on a set of drawings for a residential,
commercial, industrial or public building
• In conformity with the National Building Code of
Canada and applicable municipal by-laws
• Using technical reference materials and
standards related to drafting, and conventional
or electronic tools
• In conformity with occupational health and
safety standards
1. Interpret different elements in architectural
drawings and specifications.
• Correct use of terminology
• Thorough examination of all the elements in the
sets of architectural drawings and specifications
• Ability to adapt reading in accordance with
subsystem drawings
• Accurate interpretation of conventions regarding
the dimensions recorded on a set of
architectural drawings
• Accurate interpretation of architectural drawings
and specifications
2. Illustrate interior architectural and construction
elements.
• Accurate determination of the drawings to be
done
• Relevant representation of the views to be
illustrated
• Consideration of universal accessibility
• Observance of architectural graphic standards
• Accurate illustration of construction methods
and interior architectural elements
• Accurate, precise representation of interior
architectural and construction elements
• Observance of construction standards and
codes
• Quality drawings
Interior Design
79
Code:
3. Dimension and annotate the drawings.
80
Interior Design
029L
• Complete list of information regarding
dimensions
• Accurate determination of the elements to be
annotated and the value of the dimensions
• Relevant connections made between the
dimensions and surfaces in different views
• Relevant, accurate information entered on
drawings
• Consistent dimensions
Code:
029M
Objective
Standard
Achievement Context
To design custom elements.
• Based on a commission or mandate
• Using conventional or electronic reference
materials on the history of architecture, applied
arts, art in general, arts and crafts, and styles;
drawings and specifications; conventional and
computerized drafting equipment and materials
normally used in the workplace; a printer and
plotter; a scanner; a photocopier; a calculator
and a telephone
• Consulting suppliers of materials regarding the
manufacturing of custom elements
• Visiting custom manufacturing and assembly
shops
sanitation, ergonomics, drafting and
dimensioning
1. Analyze all the specific criteria and needs
related to the project.
•
•
•
•
•
•
•
Gathering of complete information
Thorough, accurate measurements
Accurate annotations on the sketches
Consideration of functional and aesthetic needs
Consideration of client’s financial means
Appropriate analysis of all data related to the
project
• Consideration of allotted time
Interior Design
81
Code:
029M
2. Define the concept.
• Observance of the design process
• Realistic ideas formulated in sketches
• Balance between the concept’s originality and
function
• Consideration of ergonomics and universal
accessibility
• Appropriate selection of finishes, materials and
accessories
• Effective form given to ideas
• Clear, concise formulation of all concept
elements
• Harmonious integration of design criteria and
formulated concepts
• Creativity and open-mindedness
3. Specify the manufacturing, assembly and
installation methods.
• Consideration of manufacturing and assembly
methods of different custom elements
• Conformity of the custom element’s design with
function and needs
• Structural feasibility of custom elements
• Appropriate choice of materials and hardware,
in accordance with use
• Explicit drawings of construction and
manufacturing methods
• Accurate, concise formulation of installation
methods
4. Produce the drawings and specifications of the
custom elements.
• Appropriate choice of formats, scales, and line
• Consistent placement of drawings and
dimensions
• Accurate execution of lines
• Proper positioning of symbols
• Logical placement of data in the title block
• Proper integration of custom element drawings
with the project’s drawings and specifications
• Clean, clear, precise, accurate drawings
82
Interior Design
Code:
029N
Objective
Standard
Achievement Context
To create an interior design concept for a
residence.
• Using conventional and electronic reference
drawings and specifications; catalogues and
samples of colour, finishes, materials, furniture,
accessories and equipment; conventional and
normally used in the workplace; a photocopier;
a calculator and a telephone
sanitation, ergonomics, drafting, occupational
health and safety and dimensioning
1. Analyze all the specific criteria and needs
related to the project.
• Gathering of complete information
• Accurate, proportional sketches of the physical
site
• Comprehensive site inventory
• Complete list of all the elements to be kept and
reused in the project
• Thorough, accurate measurements of the
furniture to be kept
• Accurate annotations on the sketches
• Consideration of universal accessibility
• Ability to synthesize information
• Appropriate analysis of all data related to the
project
Interior Design
83
Code:
029N
2. Organize spaces.
• Clear indication of aesthetic intent
• Logical determination of spaces and circulation
areas
• Appropriate estimate of space allocations,
according to needs
• Appropriate use of the inventory of existing
elements
• Harmonious integration of new elements
• Appropriate modification of spaces, according
to needs
• Accurate illustration of spatial organization
• Proportions respected
• Conformity of the layout with standards, codes,
ergonomic principles and universal accessibility
3. Formulate a preliminary concept.
• Effective use of creative problem-solving
techniques
• Skillful combination of formal and functional
elements
• Balance between the originality and
functionality of the custom elements
• Original spatial organization
• Effective rendering of ideas
• Effective lighting concepts
• Appropriate determination of finishes, colours,
materials, furniture, accessories and equipment
• Concise, accurate drawings of all concept
elements
• Preliminary cost estimate
4. Validate the applicability of the concept.
• Correlation between the client’s needs and the
proposed concept
• Assessment of whether custom elements can
be applied, if need be
• Realistic project execution, given the budget
allotted
84
Interior Design
Code:
029N
5. Develop the concept.
• Consideration of concept’s aesthetic
characteristics
• Quality graphic communications
• Appropriate specification of finishes, colours,
concepts formulated
• Explicit representation of the concept
• Careful execution of the drawings needed to
understand the concept
• Clean, clear, precise, accurate drawings
6. Finalize the concept.
• Realistic planning and execution
• Proper verification of product and subcontractor
availability
• Data recorded in a structured, appropriate form
Interior Design
85
Code:
029P
Objective
Standard
Achievement Context
To present a design project.
• Based on a concept
• Visually and orally
• Using drafting instruments and materials,
computer equipment, and 3-D rendering and
modelling software normally used in the
workplace
• In conformity with company policies
1. Analyze the project.
• Thorough examination of the project
• Evaluation of the specific features of the
presentation and the elements to be illustrated
• Complete list of all samples to be presented
• Evaluation of the schedule
2. Illustrate the concept.
• Appropriate choice of the illustrations to be
done
• Appropriate choice of visual presentation tools
• Effective use of visual presentation tools, in
accordance with the application
• Creativity and precision
• Clear rendering of the concept proposed
3. Prepare the presentation package.
•
•
•
•
•
•
Original presentation of samples
Quality assembly
Meticulously constructed models, if applicable
Appropriate choice of reproduction method
Relevant annotations
Observance of occupational health and safety
rules
• Orderly work area
Interior Design
87
Code:
4. Propose the concept to the client.
88
Interior Design
029P
• Observance of basic rules of effective
communication
• Explicit presentation of the concept
• Effective oral presentation and quality
arguments
• Self-assurance and ability to sustain interest
during the presentation
• Receptiveness to criticism
• Respectful discussions concerning changes to
be made
• Conformity of results with expectations and
consideration of constraints
• Calm, professional attitude under stress
Code:
029Q
Objective
Standard
Achievement Context
To create lighting concepts.
• Based on a design concept, commission or
mandate, and drawings and specifications
• Using catalogues, samples, directories and the
Internet
1. Analyze the mandate.
• Accurate assessment of the type of space
to the project
• Appropriate analysis of needs
• Consideration of energy costs
• Consideration of budget and schedule
2. Conceptualize the lighting design.
• Consideration of the effect of light on colour
and shapes
• Consideration of the psychological and
physiological effects of light on end-users
• Accurate determination of light levels in
accordance with the space
• Appropriate determination of the type of lighting
• Appropriate selection of light fixtures
• Quality compositions
• Illustration of concept development, if
applicable
• Creativity and originality
Interior Design
89
Code:
029Q
3. Specify the light fixtures needed.
• Accurate assessment of constraints affecting
the installation of lighting fixtures
• Specification of appropriate, harmonious light
fixtures
• Accurate calculation of the number of light
fixtures needed
• Accurate calculation of light intensity
• Appropriate use of technical resources
• Information recorded carefully, without spelling
errors
• Ability to make decisions independently
regarding lighting specifications
4. Indicate lighting on a drawing.
• Conformity of drawing with the lighting concept
• Effective use of lighting symbols
• Data clearly recorded on drawings
90
Interior Design
Code:
029R
Objective
Standard
Achievement Context
To produce working drawings and specifications.
• Based on an initial concept
• Using drawings and specifications from other
professionals; a computer station; English and
French word processing, spreadsheet and
drafting programs normally used in the
workplace; a plotter and printer; the Internet; the
National Building Code of Canada and
applicable municipal codes; the National Master
Specification and technical reference materials
• In conformity with current regulations, codes
and standards
• Using appropriate terminology
1. Plan the work.
• Appropriate selection of drafting instruments
• Appropriate choice of formats, scales, and line
• Appropriate sequence of execution and
scheduling
2. Execute the drawings.
• Validation of data related to the concept
concept development
• Explicit representation of all the views needed to
• Careful representation of specific features,
details and sections
• Proper placement of dimensions
• Clear recording of notes on drawings
• Accurate annotations in symbols, tables and title
blocks
• Observance of the schedule for executing
3. Verify the drawings.
• Prompt detection of errors and missing essential
elements
• Thorough verification of all drawings affected by
the changes
Interior Design
91
Code:
029R
4. Correct the drawings.
• Accurate assessment of the impact of the
corrections on the set of drawings and
specifications
• Neat corrections
• Harmonization of corrected drawings with
existing drawings
• Consistent information contained in all
documents related to the project
• Proper verification of references
• Validation of specifications
• Observance of the schedule for executing
• Ability to work independently and sense of
responsibility
5. Write the specifications.
• Accurate recording of information
• Proper classification of elements in the
specifications
• Accurate determination of construction methods
• Thorough instructions regarding the installation
of finishes, materials, furniture, accessories and
equipment
• Neat, organized document
• Complete, accurate specifications, free of
spelling errors
• Clear, relevant information
6. Transmit the drawings and specifications.
• Thorough verification of drawings and
specifications to be transmitted
• Careful printing of drawings and specifications
• All necessary documents provided
• Correct transmission of information
• Observance of professional ethics
92
Interior Design
Code:
029S
Objective
Standard
Achievement Context
To carry out administrative tasks.
• Based on data concerning the student
• Using a computer station and English and
French software normally used in the workplace,
and technical reference materials
• In conformity with company policies and client
agreements
1. Write a design proposal.
• Accurate interpretation of the project
• Recruitment of potential co-workers
• Realistic cost estimates for human and material
resources
• Methodical determination of tasks and project
schedule
• Clear, detailed bid
• Consideration of amount allotted
• Observance of rules of professional ethics
2. Prepare a contract.
• Accurate determination of tasks to be
accomplished by professionals
• Clarification of roles and responsibilities of the
professionals involved
• Clear, detailed schedule
• Setting of professional fees
• Inclusion of dates and signatures
3. Fill out forms.
• Daily recording of data on timesheet
• Complete list of expenses related to the project
• Inclusion of supporting documents
4. Produce an invoice.
• Complete information gathered for billing
• Detailed explanation of items billed
• Accurate calculations of hourly rates, extras and
taxes
• Clean, clear, original invoice
Interior Design
93
Code:
5. Make sure the budget is balanced.
94
Interior Design
029S
• Detailed description of project phases
• Complete list of fees and expenses associated
with the project
• Accurate assessment of fees and expenses
incurred
• Proper management of documents
Code:
029T
Objective
Standard
Achievement Context
To plan a layout for a commercial, industrial or
public building.
• Working alone or in a team
drawings and specifications; the National
Building Code of Canada and applicable
municipal codes; conventional and
normally used in the workplace; a photocopier,
calculator and telephone
• In conformity with standards, codes and
regulations, such as those governing fire
prevention, sanitation, ergonomics, drafting,
occupational health and safety and
dimensioning
1. Gather and analyze data related to the project.
•
•
•
•
•
•
•
•
•
•
2. Prepare a functional program.
Gathering of complete data
Accurate, proportional site sketches
Thorough, accurate measurements
Appropriate site inventory using images
Complete list of the furniture, accessories and
equipment to be kept
Thorough, accurate measurements of the
furniture to be kept
Accurate annotations on the sketches
Accurate assessment of needs and site
conditions
Consideration of universal accessibility
•
•
•
•
Validation of the organizational structure
Accurate description of needs
Accurate surface area of all spaces
Accurate determination of allowances
according to function
• Neat report, free of spelling errors
Interior Design
95
Code:
029T
3. Organize spaces.
• Clear indication of aesthetic intent
areas
• Consideration of universal accessibility in
planning the layout
• Appropriate determination of the size of spaces
according to needs
• Appropriate use of inventory, as well as existing
furniture, accessories and equipment
• Appropriate modification of spaces according to
needs
• Creativity
4. Draw the proposed interior layout.
• Quality of the graphic communication
planning through sketches
• Explicit representation of the planning
• Neat presentation of the drawings needed to
understand the planning
• Critical assessment of the result
96
Interior Design
Code:
029U
Objective
Standard
Achievement Context
To create an interior design concept for a
commercial, industrial or public building.
drawings and specifications; the National
Building Code of Canada and applicable
municipal codes; catalogues and samples of
colours, finishes, materials, furniture,
accessories and equipment; conventional and
normally used in the workplace; a photocopier,
calculator and telephone
dimensioning
1. Gather and interpret information related to the
project.
• Gathering of complete data
• Comprehensive site inventory
• Consideration of constraints affecting spatial
organization
• Thorough analysis of client needs
• Consideration of the company’s aesthetic intent
Interior Design
97
Code:
029U
2. Formulate a preliminary concept.
• Effective use of creative problem-solving
techniques
• Spontaneity and open-mindedness
• Skillful combination of formal and functional
elements
• Balance between originality and functionality
• Creative spatial organization
• Effective rendering of ideas
• Effective lighting concept
• Appropriate determination of finishes, colours,
• Concise, accurate drawings of all conceptual
elements
• Preliminary cost estimate
3. Validate the applicability of the concept.
• Correlation between the client’s needs and the
proposed concept
availability
• Realistic translation of concept
• Conformity of layout with codes, standards,
ergonomics and universal accessibility
• Realistic project execution, given the budget
allotted
4. Finalize the concept.
formulated concepts
• Careful execution of the drawings needed to
5. Prepare the presentation.
• Determination of the visual presentation
methods to be used
• Appropriate determination of the drawings to be
produced in order to understand the concept
• Explicit, original, dynamic renderings
• Creativity
• Well-prepared, consistent arguments
98
Interior Design
Code:
029V
Objective
Standard
Achievement Context
To promote one’s services.
• Based on personal experience and
accomplishments
• Using reference materials, and computer,
photographic and reprographic equipment and
materials
• In conformity with basic rules of effective
communication
• In conformity with company policies
1. Design promotional materials.
• Realistic determination of the professional
services to be offered
• Appropriate choice of promotional tools for the
clients targeted
• Concise curriculum vitae, free of spelling errors
• Appropriate selection of projects to be included
in the portfolio
• Careful preparation of the portfolio
• Descriptions written in correct English
• Original presentation of documents
• Consideration of design-related marketing tools
2. Search for potential clients.
• Effective search for contracts
• Effective use of information and
communications technologies
• Use of trade sources and professional contacts
for networking
• Professional behaviour adapted to individuals
and situations
• Calm, professional attitude under stress
• Observance of rules of professional ethics
• Consideration of company objectives
3. Participate in public relations activities.
• Promotion of various projects through the media
or within the company
• Consideration of benefits of participating in
design competitions
• Open-mindedness and curiosity with respect to
trade shows
Interior Design
99
Code:
029W
Objective
Standard
Achievement Context
To develop an interior design project.
drawings and specifications; the National Master
Specification; the National Building Code of
Canada and applicable municipal codes;
catalogues and samples of colours, finishes,
materials, furniture, accessories and equipment;
conventional and computerized drafting
equipment and materials normally used in the
workplace; a photocopier, calculator and
telephone
dimensioning
1. Define and analyze all the specific criteria and
needs related to the project.
•
•
•
•
Gathering of complete data
Accurate assessment of client needs
Comprehensive site inventory
Detailed list of the elements to be kept and
reused
• Accurate assessment of needs and site
conditions
• Sense of responsibility and ability to work
independently
Interior Design
101
Code:
029W
2. Organize spaces.
• Proper preparation of the program, if applicable
• Determination of aesthetic intent, lifestyle and all
other needs
areas
• Appropriate estimate of space sizes, according
to needs
• Appropriate use of the inventory of existing
elements
• Harmonious integration of new elements
• Appropriate modification of spaces, according to
needs
3. Develop a concept.
•
•
•
•
•
•
4. Present the concept.
•
•
•
•
•
5. Prepare the working drawings and
specifications.
• Concept modified in accordance with the ideas
discussed following the presentation
planning
• Neat presentation of drawings
• Clear specifications regarding colours, finishes,
• Neat, organized text written in correct English
102
Interior Design
Consideration of design criteria
Efficient use of search tools
Creative spatial organization
Original design of custom elements
Effective lighting concept
Appropriate determination of finishes, colours,
• Correct assessment of concept’s coherence,
effectiveness and relevance
• Explicit, careful concept development
Appropriate selection of information
Original, creative presentation package
Organized assembly of samples
Clear, effective arguments
Proposal of alternative solutions likely to meet
expectations
• Demonstration of attitudes and behaviours
conducive to collaboration
• Self-assurance and confidence
• Neat overall presentation
Code:
029W
6. Plan the project schedule.
• Realistic execution plan
availability
• Data recorded in a structured, appropriate form
7. Present the project to the client.
• Thorough verification of the drawings and
specifications to be transmitted
• Careful printing of drawings and specifications
• Provision of all necessary documents
• Correct transmission of information
• Observance of professional ethics
Interior Design
103
106
Interior Design

Educational Aims of the Program-Specific

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